The modern Techniques and methods of teaching and learning
Arash Akhash; Askar Atash Afrouz; Manijeh Shehni Yailagh; Morteza Omidian
Abstract
The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method ...
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The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method was correlational and conducted in a multilevel analysis format. The statistical population comprised all ninth-grade male and female students from the secondary schools of Khegilooyeh during the academic year 1401-1402. Among them, a sample of 1,000 students (500 boys and 500 girls) was randomly selected using a multi-stage sampling method. To measure the research variables, the following instruments were used: Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were utilized. The data were analyzed using Hierarchical Linear Modeling (HLM). The results of the multilevel analysis indicated that both Level 1 variables (positive strategies of cognitive regulation of emotion) and Level 2 variables (average of positive strategies of cognitive regulation of class emotion, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly predicted positive achievement emotions. The interaction between Level 2 variables and the slope of positive cognitive emotion regulation strategies and positive achievement emotions was significant. Based on the multilevel analysis in this research, it can be concluded that focusing on enhancing positive cognitive emotion regulation strategies among students and classroom variables (Level 2) leads to fostering positive achievement emotions in students. Consequently, this results in a positive attitude towards the learning process
